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Instructional Leadership Development_Ethiopian Journal_Sri Nurmi Lubis.pptx
- 1. INSTRUCTIONAL LEADERSHIP DEVELOPMENT by : Sri Nurmi Lubis
- 2. 01 02 DEFINITION OF INSTRUCTIONAL LEADERSHIP JOURNAL REPORT 03 ACTIONS PERFORMED BY THE PRINCIPAL AS A LEARNING LEADER
- 4. 4 STAGES OF LEADERSHIP Alim Puspiano , 2021
- 5. INSTRUCTIONAL LEADERSHIP EXCLUSIVE INCLUSIVE 1 2 RELYING ON THE PRINCIPAL'S OWN POTENTIAL AND PERFORMANCE ABILITY AND PERFORMANCE OF PRINCIPALS SUPPORTED BY EDUCATIONAL WORKERS AND STAKEHOLDERS
- 6. Instructional leadership is leadership that focuses / emphasizes learning in which the components cover curriculum , teaching learning process, assessment ( study outcomes) as well as teacher development , excellent service in learning , and development of study community at school . According to Indonesian Ministry of Education
- 7. Instructional Leadership emphasizes a head school for creating positive learning environment with the support of professional development , vision sharing and the giving of strong motivation as well as inspiration for teachers. According to Emmanouil (2014)
- 8. Education journal of Indonesia, Vol III, 2016
- 9. 1. Monitor 2. Teacher Performance Assessor 4. Planner Development Professional Ongoing teacher 3. implementing and setting mentoring and training Usman (2013) 5. Coordinator work team 6. Coordinator learning collaborative
- 10. ACTION OF THE PRINCIPALAS AN INSTRUCTIONAL LEADER
- 11. TEACHER’S COMPETENCY DEVELOPMENT Provide guidance Give latest information related to learning process Conduct classroom visitation 1 2 3 Encourage teachers to join teacher community 4
- 12. JOINT COMMITMENT Choose appropriate teaching materials Plan a lesson plan and syllabus Provide guidance to students’ character development 1 2 3 Be professional 4
- 13. BUILDING RELATIONSHIPS WITH PARENTS 1.AGREEMENT 2.PROMOTING THE VISION 3.TRANSPARENT
- 18. ETHIOPIAN ECONOMIC GROWTH CURVE
- 20. MANAGEMENT OF EDUCATION IN ETHIOPIA FROM CENTRALIZATION INTO DECENTRALIZATION DEMOCRATIC PROFESSIONAL COORDINATED EFFECTIVE
- 21. The new policy assigns below respective institutions some tasks: 1.The Ministry of Education (MOE) is given the authority and task to initiate policies and laws; 2.The Regional Education Bureau (BPD) is expected to compile their respective regions' policies including granting autonomy and accountability to their respective regions; and 3.Woreda Education Offices (WEOs) are assumed to support and enhance the autonomous operations of schools.
- 23. Based on Weber's argument, a principal's instructional leadership behavior is influenced by the external environment, institutional influence, and his/her own personal qualities, and seems to affect two fundamental aspects of the schools' social organization - learning climate and instructional organization both of which jointly lead to improved quality teaching and learning, and thereby, improved student achievements. The instructional organization dimension includes six main functions of the instructional leadership role as identified by Maryland State Board of Education : 1. Facilitating the development of a school vision; 2. Monitoring the alignment of curriculum, instruction, and assessment; 3. Improving instructional practices through the purposeful observation and evaluation of teachers; 4. Ensuring the regular integration of appropriate assessments into daily classroom instruction; 5. Using technology and multiple sources of data to improve classroom instruction; and 6. Providing staff with focused, sustained, research-based professional development. This framework is important as it focuses on the content knowledge needed for principals to be the leader of teaching-learning (the instructional organization aspects) in the school;
- 24. The challenges facing the Ethiopian education system in promoting both educational quality as well as access, seem an indication of a growing structural discrepancy between national supply of educational provisions, and the national demand for education. The structural nature of the discrepancy hinges on the visible reality that on the demand side, pressures are coming from a still- fast growing school age population especially in the rural areas, while on the supply side limitations are increasingly visible in the shrinking available stock of educational resources [30-33]. So, one promising strategy could be having instructional leaders who have the necessary competence in accommodating or contextualizing educational changes to promote the quality of teaching and learning
- 25. Result of Research by Matebe: 1. Structure and relevance of the instructional leadership curriculum in Ethiopia Matebe mentioned that there is a gap with the education system in Ethiopia, that they do not have a national instructional leadership framework, which raises concerns about how to structure the curriculum. Results of interviews conducted with experts in the ministry Educational and instructional leadership coaches at universities consistently reveal that there is no uniform procedure to be followed when developing curricula. The principal makes an assessment, the learning process is as needed so that there is no standardization of the curriculum and the curriculum document is only a formality for reporting. 2. Recruitment, selection, and retention of instructional leaders According to Gomez-Mejja in Managing human resources, the procedure of recruitment: Making open advertisements on noticeboards, and the advertising institution makes sure that the advertisement is communicated to all schools. The advertisements encompass requirements like educational preparation, age, teaching and leadership experience, and discipline. After collecting the applicants' lists, the guidelines also require the zone education department to make pre- selection evaluations where they make sure that the applicants with disciplinary problems are rejected. The applicants will get written exams, and the final processes are to be made based on total scores.
- 26. The gap in recruitment procedures are: Not being able to determine the quality of applicants applying as instructional leaders. There existed no incentive package designed for attracting and retaining competent school leaders. According to Gomez Mejja, In the absence of an incentive package that enables the best leaders to be motivated, it is unlikely to expect an applicant pool that satisfies one's expectations. The experienced and competent candidates will be unlikely to join the instructional leadership positions which lack psychological, social, and monetary rewards in this Ethiopian context.
- 27. CONCLUSION to develop a strong country, government has to invest much on the setup and operations management of schools because it is the human development investment that in return will ensure the nation's overall development
- 28. Some author recommendations: 1. To recommend that the Ethiopian Ministry of Education need to prepare a national framework for instructional leadership based on which curriculums can be developed; 2. Higher education institutions offering instructional leadership programs shall reform their curriculum development cultures in a way that can result in the development of practical and relevant curriculum and training modalities; 3. The regional and zonal education offices ought to revise their recruitment, selection and placement modalities in a way that can attract and retain competent instructional leaders in the system; and 4. Systematic mindset reform exercises shall be designed so as to enable instructional leaders to make their own mindset reforms that instructional leadership is a respected profession which has a huge impact in making a difference on the human capital development of the nation in general, and the quality of teaching-learning in particular.
- 29. THANK YOU
Editor's Notes
- Tonight I will discuss about :
- Instructional leadership becomes a factor that contributes a lot in developing and increasing student achievement or student performance as well as to promote better school work ethic and that is why the emerge of instructional leadership is highly demanded. Before we take a look to the definition of instructional leadership from several sources, let’s see some stages or levels of leadership.
- According to Alim Puspiano, an individual’s leardership can be categorized to four stages: 1. Self leadership, It is a base of leadership arts that must be possessed by an individual. To maximize the leadership aspect in a group, the bottom line is to be able to lead our own self that eventually can lead us to be led by someone else. 2. Individual’s ability in giving influence to other people to do what has been instructed to him or her or to agree on what has been consoled. 3. Leadership in a team. In this third stage, an individul is about to lead in a broader scope of area. If in stage two focus on influencing other people, this stage tries to describe how a leader can influence people in a group to achieve a certain goal. 4. Leadership in an organization. In this stage, the demand of being a leader becomes bigger and complicated. From these stages of leadership, it can be seen how an individual lead an institution or school.
- Instructional leadership has two approaches, exclusively and inclusively. It can be said that leadership is exclusively implemented when it relies on potential and work ethic of the principal her/himself. It can be said that leadership is inclusively implemented when it relies on potential and work ethic of the principal her/himself supported by teachers and school stakeholders. These two approaches are highly required by a principal, not only for her/himself but also for other people so that school vision and mission can be achieved thoroughly.
- From all definitions mentioned, it can be comprehended that instructional leadership is related to the way a school principal prioritizes his/her activities on learning process by affecting, leading, and cultivating teachers in teaching and learning process so that teachers can give their best teaching strategy to their students.
- This chart shows that principal instructional leadership that puts teachers as the main components that must be developed, meaning to say that principal instructional leadership develop and motivate teachers’ professional and innovative creativity during learning process. It means trainings on teachers’ quality in teaching and learning process becomes the main target. School principal gives wide and huge implications in improving the quality of teacher performance so it can be more qualified. The better quality possessed by teachers, the better impacts can be obtained by the students.
- According to Usman (2013), the way a school leader leads his/her school more effectively if she or he acts as: Observer of teacher performance Assessor/evaluator of teacher performance Implementer and executor of mentoring and training Planner of sustainable teacher professional development Coordinator of team work Coordinator of collaborative learning Thus, a school principal must take several actions in order to create teachers who can adapt and compete in globalization era. Those actions are:
- The efforts made by the school principal are: Teacher's competency development in assessing learning outcomes is applied by school principals with various strategies, including: (1) providing guidance such as trainings inside and outside school regarding the improvement of teacher expertise and curriculum development. (2) conducting teacher's conference to introduce recent information related to student learning outcomes and learning performance (3) conducting classroom visitation to see the assessment process directly, (4) encouraging teachers to be active in the teacher community so that they can discuss and solve problems encountered in teaching, including providing assessments and making learning instruments
- The principal's efforts to increase teacher motivation, apart from those already mentioned, are making a joint agreement or commitment between the principal and the teacher to provide quality learning. Some of the commitments of a teacher in teaching and learning process are: (1) choosing teaching materials according to student needs, (2) planning learning by considering the special interests of students, (3) paying attention to students and fostering both character and knowledge by providing opportunities for students to keep in touch with teachers outside school hours, (4) Professional teachers try not to bring personal problems that affect learning in class Respect students as individuals who deserve to be guided and conduct objective assessments so that students are not disadvantaged.
- School success can be realized with two-way communication between the school and parents without having to lose the identity of the school. There are several communications that need to be built between schools and parents, namely: 1. Make a joint commitment that their child is being entrusted to school to be fostered so that both parties respect each other's position 2. The school socializes the vision and mission of the school so that parents are sure to bring their children to be nurtured in that particular school 3. Being open to suggestions and critiques without having to change the identity of the school, meaning that if a policy does need to be changed then the changes made are only for the sake of student development, but if criticism or suggestions are not in accordance with the needs of students, the school policy remains the same.
- Instructional leadership affects student achievement because student achievement cannot be achieved if there is no collaboration from all school stakeholders (students, teachers, principals, administrators and parents)
- However, in order to achieve student’s success, there must be a good cooperation between school and parents.
- Before we take a look to the implementation of instructional leadership in Ethiopia, let’s see first their country development.
- Ethiopia has one of the most complete histories as an independent nation on the continent. Ethiopia is a country located on the African continent, precisely in East Africa. Since 2000, Ethiopia has become one of the African countries with the highest poverty rate in the world with the second most populous population on the African continent, its Gross Domestic Product (GDP) per capita is only about 650 dollars. More than 50 percent of the population lives below the global poverty line. Plus the events of famine and drought that hit Ethiopia due to weather factors made the people's condition worse. The 1983-85 famine, for example, was the most brutal famine in Ethiopia, which killed around 400,000 people.
- In 2011, Ethiopia's GDP jumped dramatically from the previous year. Even today, Ethiopia's economic growth is estimated to be much faster than other countries in the world. According to World Bank data, the Ethiopian economy in 2015 experienced an increase of 10.39%. Although in 2018 it was only around 6%, it is predicted that the Ethiopian economy in 2019 and 2020 will grow above 10%.
- During the period of 2000-2018, the World Bank noted that Ethiopia was ranked 12th as an Agricultural and Food Security Superpower according to the Food Sustainability Index (FSI) exactly one step below the United States (11th). At the same time, Ethiopia is making a gradual shift from its traditional dependence on agriculture towards industry and services. Although the Tigray Conflict is still happening in Ethiopia, this country has managed to experience significant changes. For information that the Tigray Conflict is an armed conflict between the Tigray Region special forces (led by the Tigray People's Liberation Front) and the Ethiopian National Defense Forces which began on November 4, 2020. From the development of the Ethiopian country, it is interesting to see how their education is especially in terms of instructional leadership According to Matebe Tafere
- On 1994 education policy transformed management of education from centralization into decentralization; Centralization is a system of government in which all power is in the center including the implemented curriculum, while decentralization is a government system that gives more power to local governments. this means that each region has the responsibility to make curriculum development according to the needs of each region. the policy also ensured that the management of education would be democratic (ensuring the participation of all stakeholders and educational institutions would be autonomous and be provided with democratic leadership) professional (be led by leaders having the necessary expertise of educational leadership), coordinated (operations meaningfully organised and monitored), effective (focused to achieving the targets set for quality and access)
- This policy issued shows the commitment of the Government of Ethiopia that educational institutions must be led by professionals, especially principals as leaders who deal with quality teaching and learning.
- All these focuses given to strengthening principals’ professional competencies within the Ethiopian education system are congruent with the wide spread advocacy for the view that the most significant factor pertaining to the success of the school is the quality of leadership provided by the principal with regard to the teaching and learning.
- framework, according to the Marriland represents the most commonly accepted instructional organization responsibilities identified by respected practitioners, researchers, and theorists in the field of instructional leadership and continuous development.
- Matebe’s aims in his research are examining the curriculum structure for instructional leaders' training and development against the desired competencies and evaluating how the career development framework for instructional leaders addresses issues pertaining to recruitment, selection, and retention of instructional leaders.